► The purpose of this causal-comparative study was to compare the performance of students receiving web based software-enhanced instruction with the performance of students receiving…
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▼ The purpose of this causal-comparative study was to compare the performance of students receiving web based software-enhanced instruction with the performance of students receiving lecture only instruction in terms of retention rates, success rates, test grades, and final exam scores for developmental mathematics courses at Ozarks Technical Community College. The researcher randomly selected 250 participants from the population of students experiencing software-enhanced instruction during the 2012-2013 academic year and 250 participants from the population of students experiencing lecture only instruction during the 2010-2011 academic year. Several demographic variables were compared to control for intervening variables. The sample data was tested against population records to address validity concerns. The researcher formed four conclusions: (a) course retention rates were not impacted after redesigning the developmental math courses; (b) success rates increased after the implementation of software-enhanced instruction; however, the improved rate may not have been fully attributed to the redesign; (c) the effects on unit exam scores were mixed with lower scores on the first test and higher scores on the second and third exams; (d) software-enhanced instruction did not significantly improve final exam scores.
Advisors/Committee Members: James O. Hammons, KetevanMamiseishvili, Karen Hodges.

► The purpose for conducting the study was to examine the factors that motivate African-American first-generation students to pursue doctoral education at a four-year public…
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▼ The purpose for conducting the study was to examine the factors that motivate African-American first-generation students to pursue doctoral education at a four-year public university. There has been little research on the influence academic or non-academic factors have on first-generation graduate student motivation. Similarly, little research exists that explored how factors might vary by ethnicity. Based on the projected increase of post-baccalaureate enrollment each year (Aud, Hussar, Planty, Snyder, Bianco, Fox, Frohlich, Kemp, Drake, 2010), first-generation African-Americans will become more interested in attending graduate school. It is important to gain a better understanding of the factors and influences that impact this student population. Therefore, the study explored why these students progressed, who or what encouraged them, what challenges they had to overcome, why they felt it necessary to further their education, and what motivated them. Specifically, the study determined motivating factors for first-generation graduate students to pursue and attend graduate school with the intention of obtaining a doctoral degree. Overall, this study provided specific examples of influences and motivating factors that encouraged this population to pursue.
Advisors/Committee Members: Michael T. Miller, Kenda S. Grover, KetevanMamiseishvili.

► Shared models of academic advising that involve the use of both professional and faculty advisors represent the most widely used type of advising structure.…
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▼ Shared models of academic advising that involve the use of both professional and faculty advisors represent the most widely used type of advising structure. Many of these models require students to change advisors once they have satisfied certain criteria, such as earning specific number of credits or declaring a major. Thus, college students across the United States are forming connections with academic advisors during their first few years on campus only to have to repeat the process again with a new advisor. Despite its routine occurrence on college and university campuses across the United States, the issue of mandated advisor transitions within shared advising models has mostly been ignored in higher education literature.
To address this gap in the existing research, this study used a phenomenological design to explore how students experienced the transition from centralized, professional advising to decentralized, faculty-based advising within a shared advising model at a public research university in the Mid-South. Participants of this study included 17 students in their senior year in the arts and sciences college who have experienced the advising transition. Data were collected via focus groups and in-depth personal interviews. Peer debriefing, member checks, triangulation analysts, thick descriptions, and reflexive journaling were used to ensure trustworthiness. The analysis of data revealed four common themes experienced by participants in the process of advising transition: 1) an evaluation of advisor trustworthiness based on perceived professional responsibilities, followed by appropriate coping mechanisms, 2) a preference for a personalized advising relationship, 3) an apprehensiveness towards the unknown, and 4) reliance on previously developed advising expectations. The findings of this study inform academic advisors, faculty members, and administrators on how to effectively manage the advising transition to ensure students' positive advising experiences and their continued sense of connectedness.
Advisors/Committee Members: KetevanMamiseishvili, David Deggs, Michael T. Miller.

Barker SW. Getting Connected...Again: a Phenomenological Study of Student Experiences of Transition Within a Shared Model of Academic Advising. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/298

University of Arkansas

4.
Bridges, Melissa.
The Impact of State Characteristics on College Graduation Rates at Land-Grant Institutions.

► As our nation's economy has become increasingly knowledge-based, an educated citizenry is paramount to maintaining a competitive edge in a global marketplace. Thus, college…
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▼ As our nation's economy has become increasingly knowledge-based, an educated citizenry is paramount to maintaining a competitive edge in a global marketplace. Thus, college participation and completion have emerged as the gateway to survival and growth for individuals, states, and the nation, making college completion rates a top priority. Stakeholders have begun to equate graduation rates with institutional quality and performance and often use such data to make judgments, create policies, and allocate funding. However, graduation rates are not fully understood and numerous scholars urge caution when interpreting and utilizing single outcome measures. The purpose of this cross-sectional ecological study was to analyze the relationship between selected state characteristics and college completion rates at land-grant institutions and use those findings to create a graduation rate prediction model, inclusive of student, institutional, and state characteristics, that is more accurate than traditional prediction models comprised solely of student and institutional characteristics. Results of correlation and regression analyses indicated that the addition of state variables to a regression model increased the accuracy of predicted graduation rates. Specifically, the size of the traditional college-age population, higher education appropriations, and the ratio of two- to four-year enrollment were found to be significant state predictors and explained an additional 9.3% of the variance in graduation rates at land-grant institutions. The landscape of higher education does appear to be ecological in nature as a wide range of student, institutional, and state characteristics provide a better understanding of educational success. These findings support recommendations for improved interpretation, evaluation, and prediction of graduation rates as well as planning for higher education in order to turn state and national educational attainment goals into reality.
Advisors/Committee Members: James Hammons, KetevanMamiseishvili, Janine Parry.

Bridges, M. (2013). The Impact of State Characteristics on College Graduation Rates at Land-Grant Institutions. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/600

Chicago Manual of Style (16th Edition):

Bridges, Melissa. “The Impact of State Characteristics on College Graduation Rates at Land-Grant Institutions.” 2013. Doctoral Dissertation, University of Arkansas. Accessed March 21, 2019.
http://scholarworks.uark.edu/etd/600.

Bridges M. The Impact of State Characteristics on College Graduation Rates at Land-Grant Institutions. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2019 Mar 21].
Available from: http://scholarworks.uark.edu/etd/600.

Council of Science Editors:

Bridges M. The Impact of State Characteristics on College Graduation Rates at Land-Grant Institutions. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: http://scholarworks.uark.edu/etd/600

University of Arkansas

5.
Brunen, Meredith Noel.
Raising the Bar: The Modern Community College Presidency.

► One of the largest challenges facing community colleges in the new millennium is identifying leaders who possess the necessary skills and competencies to successfully…
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▼ One of the largest challenges facing community colleges in the new millennium is identifying leaders who possess the necessary skills and competencies to successfully navigate the modern presidency. Facing a dynamic shift in the fiscal landscape, community college presidents are tasked with filling the gap between institutional needs and existing forms of financial support. The purpose of this study was to examine community college presidents with former fundraising backgrounds and to explore the impact of prior fundraising experience on their current roles. Because the president plays a pivotal role in the acquisition of alternative funding sources, the effectiveness of this leader is critical to the overall mission of the institution; therefore, it is necessary to understand how their prior experiences in fundraising may impact the ease with which they develop and engage in external relationships with key constituents.
Employing purposive sampling methods, three current community college presidents serving public, single-campus two-year colleges with institutionally affiliated foundations were selected as case study participants. The qualitative research design engaged various methods of data collection with face-to-face semi-structured interviews serving as the primary data source, accompanied by document collection, observational field notes, and reflexive journal entries. In this inquiry, the research questions spanned three broad categories, which served as the framework for coding and analyzing the data. The categories included: (a) impact of full-time fundraising experience; (b) fundraising skills and competencies perceived as valuable to the community college presidency; and (c) advice for aspiring college presidents.
The findings suggested that advancement professionals are well suited for the presidency based on the heightened expectation of fundraising as a means of achieving financial stability and the increasingly external nature of the presidency. The valuable fundraising skills and competencies recommended for today's leaders included personalized communication and the ability to build lasting relationships with a variety of constituents. The study's participants offered advice for future leaders related to organizational leadership and professional preparation based upon their own personal journey to the presidency. The highly transferable skills that presidents with prior fundraising experience bring to the position establish them as qualified and effective candidates for the modern presidency.
Advisors/Committee Members: John W. Murry, Jr., Michael T. Miller, KetevanMamiseishvili.

Brunen, M. N. (2012). Raising the Bar: The Modern Community College Presidency. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/288

Chicago Manual of Style (16th Edition):

Brunen, Meredith Noel. “Raising the Bar: The Modern Community College Presidency.” 2012. Doctoral Dissertation, University of Arkansas. Accessed March 21, 2019.
http://scholarworks.uark.edu/etd/288.

MLA Handbook (7th Edition):

Brunen, Meredith Noel. “Raising the Bar: The Modern Community College Presidency.” 2012. Web. 21 Mar 2019.

Vancouver:

Brunen MN. Raising the Bar: The Modern Community College Presidency. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Mar 21].
Available from: http://scholarworks.uark.edu/etd/288.

Council of Science Editors:

Brunen MN. Raising the Bar: The Modern Community College Presidency. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: http://scholarworks.uark.edu/etd/288

► This narrative research study was conducted to explore the experiences of full-time community college faculty members involved in assessment of student learning beyond the…
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▼ This narrative research study was conducted to explore the experiences of full-time community college faculty members involved in assessment of student learning beyond the course level. The participants in this study were employed at public two-year institutions of higher education regionally accredited by the Higher Learning Commission that had been recognized for their work in assessment. All participants in the study were involved in program or institutional level assessment during the time of the study. The central research question this study addressed was: What factors influenced community college faculty members to become involved with assessment of student learning beyond the course level and what are their recommendations for increasing faculty participation in institutional or program level assessment? To answer the research question the researcher conducted one-hour, semi-structured interviews with nine participants working at three different institutions. All nine participants were asked the same 14 open-ended interview questions that were audio recorded, transcribed, and analyzed.
Prior published research documented the need for more community college faculty involvement with assessment at the program and institutional levels; however, there was little research based on faculty experiences with assessment at these levels. This study adds to the body of literature about community college faculty participation with assessment by sharing the perspectives of faculty members who had participated with either program or institutional assessment on their campus. The shared experiences of the participants in this study revealed that faculty commitment to assessment for the purpose of improving programs or the institution was largely influenced by the actions of the leaders at their institutions. This study also provides recommendations to institutional leaders, policy makers, and other faculty who want to increase faculty involvement with assessment beyond the course level.
Advisors/Committee Members: James Hammons, KetevanMamiseishvili, Suzanne McCray.

Caudle LS. Exploring Community College Faculty Involvement In Assessment of Student Learning. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: http://scholarworks.uark.edu/etd/2244

University of Arkansas

7.
Confer, Christopher Lee.
Factors affecting Institutional Choice of Minority Students admitted to Institutions in the Council for Christian Colleges and Universities.

► The study examined the factors that affected minority students' choice to enroll at private faith-based 4-year institutions in the Council of Christian Colleges and…
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▼ The study examined the factors that affected minority students' choice to enroll at private faith-based 4-year institutions in the Council of Christian Colleges and Universities (CCCU) in the United States. These factors included: minority students' demographic and background characteristics, financial factors, perceived institutional characteristics, and institutional marketing strategies. The theoretical framework for this study focused on Maguire and Lay's (1981) college choice model as well as Hossler and Gallagher's (1987) three phase college choice theory. This study also drew on the Critical Race Theory as a lens through which to examine minority student college choice. The study utilized the data from College Board's ASQ PLUS survey. The final sample included 283 admitted minority students from eight CCCU member institutions, which participated in the ASQ PLUS survey between 2005 and 2010 years. The researcher used descriptive statistics, Chi-Square, t-Tests, and Logistic Regression to examine the data. The results from Chi-Square and t-Tests revealed that race, parents' income, high school GPA, institution's distance from home, financial aid awards (i.e., grants and loans), institutional recruitment strategies (i.e., campus interaction, electronic communication, and web site), and perceived institutional characteristics (i.e., extracurricular activities, recreational facilities, academic facilities, availability of majors, and academic reputation) all significantly related to minority students' decision to enroll at a CCCU member institution. However, in the final logistic regression, only high school GPA, campus interaction, and promotional materials remained significant. The findings of this study have important implications for policy and practice that can potentially aid CCCU member institutions to better recruit and serve minority student populations.
Advisors/Committee Members: KetevanMamiseishvili, Michael T. Miller, Jennifer M. Miles.

Confer, C. L. (2011). Factors affecting Institutional Choice of Minority Students admitted to Institutions in the Council for Christian Colleges and Universities. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/79

Chicago Manual of Style (16th Edition):

Confer, Christopher Lee. “Factors affecting Institutional Choice of Minority Students admitted to Institutions in the Council for Christian Colleges and Universities.” 2011. Doctoral Dissertation, University of Arkansas. Accessed March 21, 2019.
http://scholarworks.uark.edu/etd/79.

MLA Handbook (7th Edition):

Confer, Christopher Lee. “Factors affecting Institutional Choice of Minority Students admitted to Institutions in the Council for Christian Colleges and Universities.” 2011. Web. 21 Mar 2019.

Vancouver:

Confer CL. Factors affecting Institutional Choice of Minority Students admitted to Institutions in the Council for Christian Colleges and Universities. [Internet] [Doctoral dissertation]. University of Arkansas; 2011. [cited 2019 Mar 21].
Available from: http://scholarworks.uark.edu/etd/79.

Council of Science Editors:

Confer CL. Factors affecting Institutional Choice of Minority Students admitted to Institutions in the Council for Christian Colleges and Universities. [Doctoral Dissertation]. University of Arkansas; 2011. Available from: http://scholarworks.uark.edu/etd/79

University of Arkansas

8.
Copeland, Kristopher D."There Were High Hopes and High Projections:" Examining the Social Construction of Target Populations in the Policy Design of the Arkansas Lottery Legislation.

► Lottery policies have been created by many states to generate additional funds to support public initiatives, such as higher education scholarships. In 2009, Arkansas…
(more)

▼ Lottery policies have been created by many states to generate additional funds to support public initiatives, such as higher education scholarships. In 2009, Arkansas adopted a lottery to generate higher education scholarships. The purpose of this qualitative case study was to examine the Arkansas state lottery policy design process to better understand how the Social construction of higher education students and other citizens became embedded within the policy. The Social construction of target populations theory (Ingram & Schneider, 1993), guided three research questions regarding how policy actors in Arkansas Socially constructed citizens while designing lottery legislation, how these Social constructions became embedded within the policy, and how the Social constructions became communicated to the public. Through 18 participant interviews, document analysis, and journaling, this study examined how policy actors Socially constructed target populations while forming lottery policy. The findings were presented as a descriptive analysis, which outlined the development of the lottery policy, and an interpretive analysis, which was guided by the three research questions. In the current study, I found that policy actors Socially constructed three targeted populations when designing the lottery scholarship act: (a) students as beneficiaries, (b) lottery players supplying the extra revenue, identified as mostly composed of low-income citizens, and (c) retailers and vendors as beneficiaries. Policy actors embedded these constructions into the policy design through several ways: (a) the initiated act developed constructions of students, (b) the modification of the Academic Challenge scholarship, (c) competing goals for this policy were created since access did not necessarily guarantee degree completion, and (d) the retail and vendor community received favorable benefits in the form of commission and state contracts. These constructions were communicated to the public by the messages created in the Hope
for Arkansas lottery campaign and the development of the policy, which was conveyed through the media and the Arkansas Department of Higher Education. The study concludes with recommendations for future research and implications for policy and practice, which focus on sustainability of scholarship award amounts, programs for the poor, and strategies to accomplish degree completion and access goals within the policy.
Advisors/Committee Members: KetevanMamiseishvili, Michael T. Miller, Brink Kerr.

Copeland, K. D. (2013). "There Were High Hopes and High Projections:" Examining the Social Construction of Target Populations in the Policy Design of the Arkansas Lottery Legislation. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/932

Chicago Manual of Style (16th Edition):

Copeland, Kristopher D. “"There Were High Hopes and High Projections:" Examining the Social Construction of Target Populations in the Policy Design of the Arkansas Lottery Legislation.” 2013. Doctoral Dissertation, University of Arkansas. Accessed March 21, 2019.
http://scholarworks.uark.edu/etd/932.

MLA Handbook (7th Edition):

Copeland, Kristopher D. “"There Were High Hopes and High Projections:" Examining the Social Construction of Target Populations in the Policy Design of the Arkansas Lottery Legislation.” 2013. Web. 21 Mar 2019.

Vancouver:

Copeland KD. "There Were High Hopes and High Projections:" Examining the Social Construction of Target Populations in the Policy Design of the Arkansas Lottery Legislation. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2019 Mar 21].
Available from: http://scholarworks.uark.edu/etd/932.

Council of Science Editors:

Copeland KD. "There Were High Hopes and High Projections:" Examining the Social Construction of Target Populations in the Policy Design of the Arkansas Lottery Legislation. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: http://scholarworks.uark.edu/etd/932

► For the fourth time in the past 20 years, the state of Arkansas has implemented a performance-funding program. Although directly referenced in the title…
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▼ For the fourth time in the past 20 years, the state of Arkansas has implemented a performance-funding program. Although directly referenced in the title of Act 1203 of 2011, the implemented performance-funding program does not include a measure of how efficiently institutions are converting their inputs into outputs. The purpose of this study was two-fold: (1) to examine, through the conceptual framework of agency theory, why the state of Arkansas adopted performance funding policy after experiencing three adopt-implement-abandon cycles in the past 20 years, and (2) to estimate the efficiency of four-year public Master's universities in Arkansas in achieving one of the mandatory measures in the performance-funding program: number of bachelor's degrees awarded. The institutions included in this study were Arkansas State University, Arkansas Tech University, and University of Central Arkansas in the larger group, and Henderson State University, Southern ArkansasUniversity, and University of Arkansas at Monticello in the medium/smaller group. The analytical technique utilized in this study was based on Simar and Wilson's (2007) double bootstrap truncated regression approach. This study found that the six Arkansas institutions were inefficient in the production of bachelor's degrees during the 2011-2012 academic year, given the inputs included in the model and in relationship to the national sample of Master's Colleges and Universities. Through the second-stage regression analysis, this study also found that a state's per capita real gross domestic product (GDP) was a positive and statistically significant determinant of estimated efficiency for both groups of institutions (larger and medium/smaller). For the medium/smaller group, higher education's share of total state expenditures was a negative and statistically significant determinant of estimated efficiency, while the share of operating revenues based on net tuition was a positive and statistically significant determinant of estimated efficiency for the larger group institutions. The existence of a performance-funding program was found to not be a significant determinant of institutional efficiency through the second-stage regression analysis. Using Eisenhardt's (1989) taxonomy of behavior- versus outcome-based contracts, this study also found that agency theory served as a viable conceptualization of why the state of Arkansas chose to adopt performance-funding policy for the fourth time since its initial adoption in 1995.
Advisors/Committee Members: Michael Miller, Valerie Hunt, KetevanMamiseishvili.

Decker BR. Estimating the Efficiency of Four-year Public Master's Universities in Arkansas Using Data Envelopment Analysis. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: http://scholarworks.uark.edu/etd/2103

University of Arkansas

10.
Dominick, Cassandra Marie.
Knitting as a Therapeutic Group Technique with 4th Grade Elementary School Students.

► The primary purpose of the current study was to explore the use of knitting as an expressive arts technique. Knitting groups were conducted with…
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▼ The primary purpose of the current study was to explore the use of knitting as an expressive arts technique. Knitting groups were conducted with 4th grade elementary school students. Each group met for 8 sessions on a weekly basis. Participants were randomly assigned to either the experimental group or control group. The experimental group received knitting instructions in the group format first. Prior to beginning the group, all participants, their teachers, and their parents completed the Social Skills Improvement System assessment (Gresham & Elliot, 2008). This measure was repeated following the end of the experimental group and again approximately 8 weeks later, after the control group received the intervention. Results were analyzed using the Mann-Whitney-Wilcoxon test, due to the small sample size (n = 10) in this study. The results indicated significant effects for Social Skills and Engagement as measured by the Student form. Many variables had medium and large effect sizes, which may indicate information helpful for clinical applications.
Advisors/Committee Members: Kristin Higgins, Roy Farley, KetevanMamiseishvili.

Dominick, C. M. (2014). Knitting as a Therapeutic Group Technique with 4th Grade Elementary School Students. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2370

Chicago Manual of Style (16th Edition):

Dominick, Cassandra Marie. “Knitting as a Therapeutic Group Technique with 4th Grade Elementary School Students.” 2014. Doctoral Dissertation, University of Arkansas. Accessed March 21, 2019.
https://scholarworks.uark.edu/etd/2370.

Dominick CM. Knitting as a Therapeutic Group Technique with 4th Grade Elementary School Students. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: https://scholarworks.uark.edu/etd/2370

► In this study, the relationship between Emotional Intelligence (EI) and substance abuse was examined. Limited research has been conducted to examine the role of…
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▼ In this study, the relationship between Emotional Intelligence (EI) and substance abuse was examined. Limited research has been conducted to examine the role of EI as a contributing factor in a college student’s propensity to engage in substance abuse related behaviors. This study utilized correlation analyses to explore the relationship between the constructs of EI and substance abuse among a college student sample (N = 105). EI encompasses a subscale of abilities (perception of emotions, managing emotions in the self, Social skills or managing others’ emotions, and utilizing emotions) that were measured in undergraduate college students who completed the Schutte Self Report Emotional Intelligence Test, and The Simple Screening Instrument for Substance Abuse Self-Administered Form. Based on the EI construct, 6 research questions were generated. The study utilized Descriptive Statistics, an Independent Samples T-Test, a Pearson Product-Moment Coefficient of correlation (Pearson r), and Analysis of Variance to evaluate differences that existed between groups and the relationship between the variables of Emotional Intelligence and Substance Abuse. The results demonstrated a statistically significant relationship existed between the EI subscale of managing emotions in the self and substance abuse at the -.215 level. This study adds to the existing knowledge of the role of EI as a predictor of risky substance use.
Advisors/Committee Members: Michael T. Miller, KetevanMamiseishvili, Kit Kacirek.

► Community college presidents serving rural populations in the state of Oklahoma have been forced to take on new responsibilities related to institutional fundraising due…
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▼ Community college presidents serving rural populations in the state of Oklahoma have been forced to take on new responsibilities related to institutional fundraising due to multiple economic challenges including continued budgetary shortfalls and limited resource allocation. Review of the academic literature addressing this subject exposed a wide variety of rationales associated with this leadership shift, as well as successful presidential approaches to fundraising in modern higher education. This qualitative study of rural community college presidents in Oklahoma examined the rationale for expanded presidential roles in fundraising, while outlining a number of other essential roles, characteristics, professional backgrounds, and stressors that have affected college presidents. The study was conducted to explore, understand, and describe the perceptions of community college presidents in rural serving Oklahoma institutions as to their roles and involvement in fundraising, providing a foundational framework for community college presidents to follow as they establish possible solutions for the financial challenges they face.
Advisors/Committee Members: John Murry, Michael Miller, KetevanMamiseishvili.

► Performance-based funding has been used to help alleviate state and public calls for higher education accountability and more states have adopted this type of…
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▼ Performance-based funding has been used to help alleviate state and public calls for higher education accountability and more states have adopted this type of funding model (Tandberg & Hillman, 2014; Dougherty, Natow, & Vega, 2012). The purpose of this study was to explore performance-based funding and examine the relationship between types of funding and performance indicators in the North Central Association of Colleges and Schools (NCA). The state funding trends were examined for all of the states in the NCA. The correlations for state funding and four performance outcomes for all four-year higher education institutions were compared for three states with performance-based funding and three states with incremental funding. The study also created regression equations within each type of funding to predict full-time retention rate and four-year graduation rate. This study found statistically significant correlations between state appropriations and all four performance outcomes examined regardless of funding model utilized.
Advisors/Committee Members: Michael T. Miller, KetevanMamiseishvili, Suzanne McCray.

Fincher, S. (2015). An Exploration of Performance-Based Funding at Four-Year Public Colleges in the North Central Association of Colleges and Schools. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1380

Chicago Manual of Style (16th Edition):

Fincher, Samuel. “An Exploration of Performance-Based Funding at Four-Year Public Colleges in the North Central Association of Colleges and Schools.” 2015. Doctoral Dissertation, University of Arkansas. Accessed March 21, 2019.
https://scholarworks.uark.edu/etd/1380.

MLA Handbook (7th Edition):

Fincher, Samuel. “An Exploration of Performance-Based Funding at Four-Year Public Colleges in the North Central Association of Colleges and Schools.” 2015. Web. 21 Mar 2019.

Vancouver:

Fincher S. An Exploration of Performance-Based Funding at Four-Year Public Colleges in the North Central Association of Colleges and Schools. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Mar 21].
Available from: https://scholarworks.uark.edu/etd/1380.

Council of Science Editors:

Fincher S. An Exploration of Performance-Based Funding at Four-Year Public Colleges in the North Central Association of Colleges and Schools. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1380

University of Arkansas

14.
Gallagher, Patrick Michael.
An Examination of Perceived Stress and Coping Strategies Among Research University Chief Financial Officers.

► The purpose of this study was to measure and report the perceived stress among research postsecondary institution chief financial officers. A non-experimental descriptive approach…
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▼ The purpose of this study was to measure and report the perceived stress among research postsecondary institution chief financial officers. A non-experimental descriptive approach was used in this investigation. Research questions were developed to describe and seek any differences in stress among the respondents. The population for this study was chief financial officers in research institutions based on the Carnegie Foundation for the Advancement of Teaching but excluded CFOs that had responsibility over multiple campuses, medical or professional schools and any vacant positions. The sample consisted of 90 respondents from public and private institutions. Data was collected by a self-reported survey which was a combined instrument using the Perceived Stress Scale, House & Rizzo's Tension Survey, and an amended Maslach Burnout Inventory. Demographic data was collected on the respondents and coping techniques were recorded using an open-ended self-reporting question.
Responses indicated that the respondents report moderate levels of stress and parallels previously conducted research. The respondents also claim coping techniques such as exercise, relaxation with friends and family, hobbies and personal activities, spirituality and religious activities to reduce stress which also is consistent with previous research. There was no significance found among the respondents based upon the demographic makeup.
Stress is an inevitable occurrence in life, especially for those who have great responsibilities, such as a university CFO. Occupational stress costs include loss of production due to absenteeism, increased medical insurance premiums and a myriad of health problems, just to name a few. For employers the best ways to help their employees cope with stress could include Employee Assistance Programs (EAPs), stress intervention programs, or mandated vacation to name a few solutions.
Advisors/Committee Members: John Murry, Christopher Rosen, KetevanMamiseishvili.

Gallagher, P. M. (2015). An Examination of Perceived Stress and Coping Strategies Among Research University Chief Financial Officers. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/1161

Gallagher PM. An Examination of Perceived Stress and Coping Strategies Among Research University Chief Financial Officers. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Mar 21].
Available from: http://scholarworks.uark.edu/etd/1161.

Council of Science Editors:

Gallagher PM. An Examination of Perceived Stress and Coping Strategies Among Research University Chief Financial Officers. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: http://scholarworks.uark.edu/etd/1161

University of Arkansas

15.
Gentry, Jacklyn.
Importance of and Satisfaction with Characteristics of Mentoring Among Nursing Faculty.

Degree: Doctor of Education in Adult and Lifelong Learning (EdD), Adult and Lifelong Learning (EdD), 2017, University of Arkansas

► The nursing faculty shortage and its contributing factors have been well documented in the literature. Contributory factors include lack of graduate prepared faculty, difficulty…
(more)

▼ The nursing faculty shortage and its contributing factors have been well documented in the literature. Contributory factors include lack of graduate prepared faculty, difficulty recruiting and retaining faculty, and a decrease in job satisfaction within the faculty role. The use of mentoring programs has the potential to impact the nursing faculty shortage by increasing job satisfaction while providing novice faculty with additional support during the transition from clinical nurse to nursing faculty.
The purpose of the study was to examine the relationship between the importance of and satisfaction with characteristics of mentoring in full time nursing faculty teaching in baccalaureate degree programs or higher. This study aimed to determine the degree to which nursing faculty perceive the importance of characteristics of the mentor and mentoring relationship, as well as the level of satisfaction with the mentor and mentoring relationship. Benner’s theory of novice to expert was used as the theoretical framework for this cross-sectional study. Full-time nursing faculty in a Midwestern state were surveyed using convenience sampling. The survey instrument consisted of demographic data, modified Perceptions of Mentoring Relationships Survey, and satisfaction with mentoring. The results were analyzed using descriptive statistics with measures of central tendency, independent t-test, and standard deviation. The results did not demonstrate a statistically significant relationship among survey items; however, mentoring characteristics that proved to be both of high importance and high satisfaction were identified. Deeper insight into the characteristics of mentoring that are of importance and produce satisfaction is essential into the development of formal mentoring programs to make positive, lasting impacts on the nursing faculty shortage.
Advisors/Committee Members: Kit Kacirek, Michael Miller, KetevanMamiseishvili.

Gentry, J. (2017). Importance of and Satisfaction with Characteristics of Mentoring Among Nursing Faculty. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/1870

Chicago Manual of Style (16th Edition):

Gentry, Jacklyn. “Importance of and Satisfaction with Characteristics of Mentoring Among Nursing Faculty.” 2017. Doctoral Dissertation, University of Arkansas. Accessed March 21, 2019.
http://scholarworks.uark.edu/etd/1870.

Gentry J. Importance of and Satisfaction with Characteristics of Mentoring Among Nursing Faculty. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: http://scholarworks.uark.edu/etd/1870

University of Arkansas

16.
Griffin, Alice Ruth.
Utilizing the NSSE to Examine Behavior and Characteristic Differences between First-Year Students Who Persisted with First-Year Students Who Did Not Persist.

► This study examined the differences between first-year students who persisted with first-year students who did not persist to the second year at a mid-size,…
(more)

▼ This study examined the differences between first-year students who persisted with first-year students who did not persist to the second year at a mid-size, doctorate-granting, public, research university in the mid-south. Specifically, the study utilized the National Survey of Student Engagement (NSSE) to compare the level of student-faculty interaction, experiences with the campus environment, and engagement in collaborative learning. Additionally, the study examined whether the differences in the three student engagement behaviors varied by gender, race/ethnicity, and first-generation college student status. Three theoretical frameworks were used as the foundation for the study including Tinto’s model of institutional action, Astin’s theory of involvement, and Kuh’s construct of student engagement. The final sample included 1,402 degree-seeking first-year students who completed the survey in the spring of 2016. Results were analyzed using descriptive statistics and independent samples t-Tests. With the overall sample, the analysis revealed that persisters had significantly higher mean scores with engagement in collaborative learning than non-persisters. Also, female non-persisters were found to have significantly higher levels of student-faculty interaction than female persisters. Furthermore, white student persisters reported significantly better experiences with the campus environment than white student non-persisters. Likewise, the analysis revealed that white student persisters were more engaged in collaborative learning than white student non-persisters. These results provide a number of opportunities for institutions exploring initiatives that may influence their levels of student engagement and retention rates. Specifically, the NSSE can be a beneficial tool with helping institutions utilize their resources to identify policies, programs, and practices that can have a positive influence on student persistence.
Advisors/Committee Members: KetevanMamiseishvili, Michael T. Miller, John W. Murry, Jr..

Griffin, A. R. (2017). Utilizing the NSSE to Examine Behavior and Characteristic Differences between First-Year Students Who Persisted with First-Year Students Who Did Not Persist. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1978

Chicago Manual of Style (16th Edition):

Griffin, Alice Ruth. “Utilizing the NSSE to Examine Behavior and Characteristic Differences between First-Year Students Who Persisted with First-Year Students Who Did Not Persist.” 2017. Doctoral Dissertation, University of Arkansas. Accessed March 21, 2019.
https://scholarworks.uark.edu/etd/1978.

MLA Handbook (7th Edition):

Griffin, Alice Ruth. “Utilizing the NSSE to Examine Behavior and Characteristic Differences between First-Year Students Who Persisted with First-Year Students Who Did Not Persist.” 2017. Web. 21 Mar 2019.

Vancouver:

Griffin AR. Utilizing the NSSE to Examine Behavior and Characteristic Differences between First-Year Students Who Persisted with First-Year Students Who Did Not Persist. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Mar 21].
Available from: https://scholarworks.uark.edu/etd/1978.

Council of Science Editors:

Griffin AR. Utilizing the NSSE to Examine Behavior and Characteristic Differences between First-Year Students Who Persisted with First-Year Students Who Did Not Persist. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/1978

► Liberal arts colleges strived to adapt to environmental shifts at the turn of the twenty-first century and remain relevant in American society while the…
(more)

▼ Liberal arts colleges strived to adapt to environmental shifts at the turn of the twenty-first century and remain relevant in American society while the Great Recession of 2007 compounded their challenges and created new fiscal and enrollment burdens, which forced these institutions to confront paradigm-changing circumstances. In an effort to advance the historical perspective of liberal arts colleges and expand the organizational adaptation research base, the current study aimed to understand how private liberal arts colleges adapted during the Great Recession of 2007 by examining institutional changes at three private liberal arts colleges and their effects on the institutions' operations. To fulfill this purpose, the study was guided by four research questions that studied the nature of the environmental pressures during the recession, the adaptive strategies employed to combat pressures, the effects of those strategies on the institutions' operations, and institutional constituencies' perceptions of these strategies. This multiple-case study analyzed data from 3 liberal arts colleges located in the southeastern region of the United States, which included 30 participant interviews, public and private documents, and observational field notes. The findings were presented in 2 parts - a descriptive case record of each institution and a cross-case comparative analysis of the study's themes as they related to the study's research questions. The findings focused on the challenges of decreased endowments and increased enrollment pressures; described an array of institutional adaptive strategies implemented in areas of fiscal management, academics, athletics, personnel, fundraising, and enrollment; discussed the changing operations of the role of the board, administrative approaches to leadership and decision-making, and faculty involvement in organizational adaptation; and analyzed perceptions of change that linked organizational effectiveness to leadership and institutional identity. The study's themes were examined within the context of Cameron's (1984) and Birnbaum's (1988) organizational adaptation frameworks, which included the population ecology, life cycles, resource dependence, symbolic action, and cybernetics models. Finally, recommendations for future research, policy, and practice focused on issues of self-governance and institutional identity. The study's investigation of the modern liberal arts college adaptation highlighted the prominence of both the external environment and institutional factors in its story of survival.
Advisors/Committee Members: KetevanMamiseishvili, Michael Miller, Michael Hevel.

► Poverty in the US is growing at an alarming rate. The current economic climate demands higher education to embrace the economic diversity of all…
(more)

▼ Poverty in the US is growing at an alarming rate. The current economic climate demands higher education to embrace the economic diversity of all students and to prepare them, regardless of economic class, for a globally competitive workplace. Unfortunately, the higher education community is not as adept at serving low-income students, as it is middle- and upper- income students. Low-income students are less likely than their more affluent peers to enroll in college or graduate. Employing qualitative narrative methods, this dissertation explores the factors that contributed to the persistence and success of 18, low-income, community college students. This study addresses the following research question: What influences students from poverty to enroll and succeed in college? The researcher conducted an interview study utilizing semi-structured and open-ended questions. Purposive sampling identified four Achieving the Dream Colleges as the research sites. The study included interviews with highly successful, Pell Grant recipients in community colleges who came from diverse backgrounds. The participants had a 3.0 GPA or above, and they were enrolled in their second consecutive year of coursework. Interviews were recorded and transcribed. The researcher used multiple sites, collected rich and thick data, developed a comprehensive audit trail, maintained a reflexive journal, and participated in prolonged engagement in an effort to address issues of trustworthiness. The seven findings of this study illuminate the variables that influenced the participants' decision to attend college, the resources that supported their successful transition into college, the hardships endured due to a lack of adequate financial resources, the individual attributes that contributed to the participants' successes, the college interventions and programs that the students deemed to be critical, and the people who encouraged their college enrollment and persistence. In addition, the participants made timely recommendations to other low-income students, educational
practitioners, and policy makers. Findings from this study point to the need for a heightened awareness and understanding of the experiences of this marginalized and underserved group. Feedback from low-income students should be used to shape federal, state, and campus programming and planning. The findings of this study demonstrate ways that educators and policy makers could potentially improve the enrollment and persistence of students from poverty.
Advisors/Committee Members: James O. Hammons, KetevanMamiseishvili, Daniel Kissinger.

Hollifield-Hoyle, H. (2012). The Neglected Minority: Interviews with Successful Community College Students from Poverty. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/469

Chicago Manual of Style (16th Edition):

Hollifield-Hoyle, Heather. “The Neglected Minority: Interviews with Successful Community College Students from Poverty.” 2012. Doctoral Dissertation, University of Arkansas. Accessed March 21, 2019.
http://scholarworks.uark.edu/etd/469.

Hollifield-Hoyle H. The Neglected Minority: Interviews with Successful Community College Students from Poverty. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Mar 21].
Available from: http://scholarworks.uark.edu/etd/469.

Council of Science Editors:

Hollifield-Hoyle H. The Neglected Minority: Interviews with Successful Community College Students from Poverty. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: http://scholarworks.uark.edu/etd/469

University of Arkansas

19.
Hopkins, Catherine.
An Evaluation of the Criteria Used to Assess Title IX Responsible Employee Training Programs at Large, Four Year Primarily Residential Institutions.

► The purposes of this study were to: (a) discover the intended objectives that selected institutions of higher education had for their “responsible employee” training…
(more)

▼ The purposes of this study were to: (a) discover the intended objectives that selected institutions of higher education had for their “responsible employee” training programs and (b) identify what data were collected to determine if the “responsible employee” training programs were meeting those objectives. I surveyed the Title IX Coordinators at 144 primarily residential and highly residential institutions using a 20 question electronic survey. The top four reported training objectives were that the responsible employee learn how to: appropriately respond to a student; understand their legal duty to report; cite the information that students must be informed about; and know how to respond to requests for confidentiality. The institutions were primarily focused on evaluating at the reaction level. The top three methods of evaluating at any of the levels were reaction sheets, pre-test/post-test assessments, and observations.
Advisors/Committee Members: James Hammons, Susan McCray, KetevanMamiseishvili.

Hopkins, C. (2018). An Evaluation of the Criteria Used to Assess Title IX Responsible Employee Training Programs at Large, Four Year Primarily Residential Institutions. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/2855

Chicago Manual of Style (16th Edition):

Hopkins, Catherine. “An Evaluation of the Criteria Used to Assess Title IX Responsible Employee Training Programs at Large, Four Year Primarily Residential Institutions.” 2018. Doctoral Dissertation, University of Arkansas. Accessed March 21, 2019.
http://scholarworks.uark.edu/etd/2855.

Hopkins C. An Evaluation of the Criteria Used to Assess Title IX Responsible Employee Training Programs at Large, Four Year Primarily Residential Institutions. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Mar 21].
Available from: http://scholarworks.uark.edu/etd/2855.

Council of Science Editors:

Hopkins C. An Evaluation of the Criteria Used to Assess Title IX Responsible Employee Training Programs at Large, Four Year Primarily Residential Institutions. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: http://scholarworks.uark.edu/etd/2855

► Utilization of adjunct nursing instructors to teach clinical courses is a common occurrence in nursing programs. Adjunct clinical instructors are often expert clinicians, but…
(more)

▼ Utilization of adjunct nursing instructors to teach clinical courses is a common occurrence in nursing programs. Adjunct clinical instructors are often expert clinicians, but they have limited experience in teaching and lack the expertise needed to be successful in the educator role, such as knowledge of student assessment. Faculty development programs that focus on student assessment can provide adjunct clinical faculty members with the necessary knowledge to become effective educators and ensure student, faculty, and program success.
The purpose of this study was to examine to what extent a faculty development workshop on evaluating students in clinical courses affected adjunct clinical nursing instructors' cognitive and affective behaviors towards clinical evaluation of students. A convenience sample of 38 instructors at a single institution completed the faculty development workshop. A quasi-experimental research design using a single group pretest/posttest was utilized. Benner's Novice to Expert Model guided the development and planning of the faculty development workshop that focused on student assessment in clinical courses. A student oriented learning outline (SOLO) was provided prior to the workshop and evaluated after the workshop. Descriptive statistics, paired t-Test, Shapiro-Wilk test for normality, and a Wilcoxon signed rank sum test were used to analyze the data. The results indicated that adjunct clinical nursing instructors valued the use of the SOLO, gained knowledge about assessment of students in clinical courses, and indicated they would engage in activities that could increase their knowledge of assessment of students in clinical courses. Determining what skills and knowledge are needed for adjunct nursing instructors to be successful and creating formal processes to meet those needs are essential to the future of nursing education.
Advisors/Committee Members: KetevanMamiseishvili, Cara Osborne, Suzanne McCray.

► Student persistence continues to be a topic of much research and discussion in higher education. Based on Bean and Eaton's (2000) psychological theory of…
(more)

▼ Student persistence continues to be a topic of much research and discussion in higher education. Based on Bean and Eaton's (2000) psychological theory of persistence for its theoretical framework, this study examined the effect of students' demographic and background characteristics and students' self-perceptions on their first-to-second-year persistence at a small, private, faith-based institution. Demographic and background characteristics examined were gender, race/ethnicity, first-generation college student status, high school GPA, and type of high school attended. Four constructs from the CIRP Freshman Survey were used to examine student self-perceptions: (a) Habits of the Mind, (b) Academic Self-concept, (c) Social Self-concept, and (d) Likelihood of College Involvement.
This study utilized data from the CIRP Freshman Surveys administered to first-time, full-time students entering the institution in the study during the Fall of 2007 and the Fall of 2009 as well as institutional data collected by the university's Institutional Research Office. The final sample included 436 first-time, full-time students. The data was analyzed using descriptive statistics and logistic regression. Three of the demographic/background characteristics were found to be statistically significant in the study. High school GPA and type of high school attended positively influenced persistence to the second year of college while first-generation student status negatively influenced persistence to the second year of college. From the four CIRP constructs, Academic Self-concept and Likelihood of College Involvement both were found to be statistically significant with both constructs positively influencing persistence. The findings of this study have implications for both practice and policy at the institution where the study was conducted and possibly at other similar institutions.
Advisors/Committee Members: KetevanMamiseishvili, James O. Hammons, John W. Murry.

Lambert, R. J. (2012). The Effects of First-Year Students' Self-Perceptions of Behaviors, Attitudes, and Aptitudes on Their First-to-Second-Year Persistence. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/525

Lambert RJ. The Effects of First-Year Students' Self-Perceptions of Behaviors, Attitudes, and Aptitudes on Their First-to-Second-Year Persistence. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: http://scholarworks.uark.edu/etd/525

► Facing a crucial shortage of nurses and nurse educators, administrators of colleges and universities need to explore employment and individual characteristics that are related…
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▼ Facing a crucial shortage of nurses and nurse educators, administrators of colleges and universities need to explore employment and individual characteristics that are related to recruitment and retention of nurse educators. Adding to the nurse and nurse educator shortage is the concern that the population of the United States is aging which creates a growing demand for more RNs. A further issue that complicates the nurse and nurse educator shortage is that nursing education is not producing enough RNs. Schools of nursing are positioned to have to prepare more new nurse graduates over the next decade in an effort to alleviate the nurse and nurse educator shortage.
The purpose of this descriptive survey study was to describe individual and employment factors that attract nurses to academia and factors that permit nurses to remain in academia. Full-time nurse educators who teach in associate, baccalaureate, diploma, masters, and doctoral programs in Arkansas were surveyed. The survey was distributed to 209 nurse educators with 104 completed surveys returned.
Results of the study indicated that autonomy and independence, balance with work and family life, teaching support, and administrative support were key indicators of job satisfaction. Nurse educators indicated that they are most likely to remain in academia if they have higher salaries, time off, and balance with work and family life. Additionally, nurse educators remarked that teaching, time off, and independence and autonomy as key indicators of recruitment to academia. Retirement, higher salary, and balance with work and family life were mentioned as reasons that nurse educators leave nursing education. Data analysis revealed no positive correlation between job satisfaction and reasons for leaving nursing education. Further study suggests exploring the influence of creating job satisfaction in the work environment as a resolution to recruitment and retention of nurse educators.
Advisors/Committee Members: Michael Miller, KetevanMamiseishvili, Adam Morris.

► A significant increase in community colleges' (CC) presidential retirements is resulting in a huge loss of critical knowledge and experience. Recognition of this has…
(more)

▼ A significant increase in community colleges' (CC) presidential retirements is resulting in a huge loss of critical knowledge and experience. Recognition of this has led to numerous efforts and initiatives to prepare future community college leaders. These efforts have included numerous attempts to identify the competencies, skills, and leadership traits considered essential to performing the president's job. Unfortunately, most of the topics identified in self-reported assessments and personal interviews were not based on actual observations of what successful presidents do.
Unlike studies about community college presidents over the last 30 years, this study utilized Henry Mintzberg's (1968) structured observation methodology and managerial Role Taxonomy to record in real time the daily activities of five effective Achieving the Dream Leader Colleges (ATD) presidents. This quantitative study had two purposes, first to identify and describe the managerial activities and leadership roles of effective CC presidents, and second, to replicate, and expand on Curtis Ivery's 1982 study of five CC presidents. The purposive sample of five presidents was drawn from a target population of 65 presidents of the Achieving the Dream Leader Colleges. The presidents' activities were recorded in an iPad instrument and QuestionPro Online Research Made EasyTM software and QlikView Business Intelligence (BI) software were used to analyze and compare data.
Dramatic changes in the nature of presidents' work since 1982 were found. Using comparative analysis, four major findings emerged from this study. One, every CC president's managerial activities easily fit under one of Mintzberg's typology of ten roles. Two, the five ATD presidents engaged in four times more managerial activities in 20 workdays than did Ivery's (1983) presidents in 25 workdays. Three, ATD presidents relied on modern technology to do more deskwork, less face-to-face work, and more work outside the office than Ivery's presidents. Four, ATD presidents attended 100 more meetings in 20 workdays than did Ivery's presidents in 25 workdays. Several recommendations for improved practice and future research are included.
Advisors/Committee Members: James O. Hammons, KetevanMamiseishvili, Kit Kacirek.

Mace, T. M. (2013). The Managerial Activities and Leadership Roles of Five Achieving the Dream Leader College Presidents. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/961

Mace TM. The Managerial Activities and Leadership Roles of Five Achieving the Dream Leader College Presidents. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2019 Mar 21].
Available from: http://scholarworks.uark.edu/etd/961.

Council of Science Editors:

Mace TM. The Managerial Activities and Leadership Roles of Five Achieving the Dream Leader College Presidents. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: http://scholarworks.uark.edu/etd/961

University of Arkansas

24.
McAllister, John Wesley.
Writing Apprehension of Black Students at a Private Historically Black Four Year Liberal Arts Institution.

► The purpose of this study was to determine the level of writing apprehension among first generation students at a Private Historically Black Institution. Participants…
(more)

▼ The purpose of this study was to determine the level of writing apprehension among first generation students at a Private Historically Black Institution. Participants were 103 college students from the central region of Arkansas at a Private Historically Black Institution of which 103 students responded to the survey completely. All of the respondents were administered the survey in four different sections of the freshman seminar courses. The survey consisted of a demographic section and the Writing Apprehension Test. The writing apprehension test was created by Daly and Miller (1975) to determine an individual's level of writing apprehension. Student's views, opinions or suggestions with regard to alleviating their writing apprehension level are also presented. Scores that range from fifty four to ninety are in the "normal" range. Students in this range do not experience significantly unusual levels of writing apprehension. However the closer the score is to the limit ranges the more apt the student is to experience behaviors or characteristics of the next range of scores. Scores that range from ninety-one to one hundred and twenty-four are in the "low" range. Students in this range experience low levels of writing apprehension and have no fear of writing. In addition, scores that are between twenty and fifty-four are classified as in the "high" range. Students in this range avoid writing as much as possible and experiences sever anxiety. According to the research findings almost 70% or 68.9% of the survey participants experienced "normal" writing apprehension, 10.6% experienced "low" writing apprehension while 20.3% experienced "high" writing apprehension. These findings are supported in the literature, statistical data analysis and themes. Based on the findings, the study presents some recommendations to alleviate this problem.
Advisors/Committee Members: John Murry, Michael Miller, KetevanMamiseishvili.

McAllister, J. W. (2014). Writing Apprehension of Black Students at a Private Historically Black Four Year Liberal Arts Institution. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2147

Chicago Manual of Style (16th Edition):

McAllister, John Wesley. “Writing Apprehension of Black Students at a Private Historically Black Four Year Liberal Arts Institution.” 2014. Doctoral Dissertation, University of Arkansas. Accessed March 21, 2019.
https://scholarworks.uark.edu/etd/2147.

MLA Handbook (7th Edition):

McAllister, John Wesley. “Writing Apprehension of Black Students at a Private Historically Black Four Year Liberal Arts Institution.” 2014. Web. 21 Mar 2019.

McAllister JW. Writing Apprehension of Black Students at a Private Historically Black Four Year Liberal Arts Institution. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: https://scholarworks.uark.edu/etd/2147

University of Arkansas

25.
Moore, Amanda Kay.
Do Honors Programs Make a Difference during the First Year of College? The Development of Critical Thinking Skills and Exposure to Good Practices in Undergraduate Education.

▼ This longitudinal study analyzed pretest-posttest data to 1) examine the influence of honors programs on first-year college students' critical thinking skills, 2) to determine whether students in honors programs receive more exposure to good practices in undergraduate education than their non-honors peers, and 3) to assess the effect of good practices on critical thinking. The quasi-experimental study also investigated whether the influence of honors programs on critical thinking skills varied in direction and magnitude for male versus female students and White versus students of color. To replicate an earlier study conducted by Seifert et al. (2007), the current study utilized data from a recent national study, the Wabash National Study of Liberal Arts Education. In order to fulfill this purpose, five research questions were addressed using descriptive statistics analysis and Ordinary Least Squared multiple regression. The current study included 1,824 first-year college students from 21 institutions that offered an honors program during the first-year of college. The treatment group (honors students) consisted of 306 students, whereas the control group (non-honors students) consisted of 1,518 students. The findings indicate that honors programs did not have a statistically significant effect on honors students' critical thinking or their exposure to good practices in undergraduate education. Furthermore, the effect of honors program participation did not differ in direction or magnitude for male versus female students and White versus students of color.
Advisors/Committee Members: James O. Hammons, KetevanMamiseishvili, Dub Ashton.

Moore, A. K. (2012). Do Honors Programs Make a Difference during the First Year of College? The Development of Critical Thinking Skills and Exposure to Good Practices in Undergraduate Education. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/566

Chicago Manual of Style (16th Edition):

Moore, Amanda Kay. “Do Honors Programs Make a Difference during the First Year of College? The Development of Critical Thinking Skills and Exposure to Good Practices in Undergraduate Education.” 2012. Doctoral Dissertation, University of Arkansas. Accessed March 21, 2019.
http://scholarworks.uark.edu/etd/566.

MLA Handbook (7th Edition):

Moore, Amanda Kay. “Do Honors Programs Make a Difference during the First Year of College? The Development of Critical Thinking Skills and Exposure to Good Practices in Undergraduate Education.” 2012. Web. 21 Mar 2019.

Vancouver:

Moore AK. Do Honors Programs Make a Difference during the First Year of College? The Development of Critical Thinking Skills and Exposure to Good Practices in Undergraduate Education. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Mar 21].
Available from: http://scholarworks.uark.edu/etd/566.

Council of Science Editors:

Moore AK. Do Honors Programs Make a Difference during the First Year of College? The Development of Critical Thinking Skills and Exposure to Good Practices in Undergraduate Education. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: http://scholarworks.uark.edu/etd/566

University of Arkansas

26.
Murders, Michael.
A Phenomenological Study of the Online Education Experiences of College Students with Learning Disabilities.

► The body of research concerning college students with learning disabilities is sparse relative to the percentage of college students with learning disabilities who attend…
(more)

▼ The body of research concerning college students with learning disabilities is sparse relative to the percentage of college students with learning disabilities who attend college. Further, the majority of existing research fails to capture the student voice and the lived experiences of the students themselves. The purpose of this study was to explore the experiences of college students with learning disabilities who utilized online education at a public university centrally located in the United States, resembling numerous comprehensive regional universities. Using a qualitative, phenomenological research framework, this study uses in-depth individual interviews to collect data from eight participants. Interviews were recorded, transcribed, and thematically analyzed. Four categories emerged as central to their experiences as college students with learning disabilities: (1) faculty engagement, (2) student engagement, (3) course organization, and (4) needed resources. These four categories and their interconnections resulted in five major themes determined to be the results of this study: (1) students with learning disabilities like the convenience and flexibility of schedule afforded by online classes, (2) online structure and organization affords students with learning disabilities more time to process and understand information (3) students with learning disabilities feel more independent and confident with the structure and organization of online courses, (4) students with learning disabilities perceive a lack of interaction in online classes, and (5) instructors lack understanding and support of accommodations and students with learning disabilities.
This study provides numerous opportunities for future research related to the topic and findings. The findings from this study may also provide context and insights for postsecondary institutions, faculty, student services personnel, and family of students with learning disabilities, as well as the students themselves.
Advisors/Committee Members: Michael Hevel, KetevanMamiseishvili, Karen Hodges.

Murders, M. (2017). A Phenomenological Study of the Online Education Experiences of College Students with Learning Disabilities. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/2518

Chicago Manual of Style (16th Edition):

Murders, Michael. “A Phenomenological Study of the Online Education Experiences of College Students with Learning Disabilities.” 2017. Doctoral Dissertation, University of Arkansas. Accessed March 21, 2019.
http://scholarworks.uark.edu/etd/2518.

Murders M. A Phenomenological Study of the Online Education Experiences of College Students with Learning Disabilities. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Mar 21].
Available from: http://scholarworks.uark.edu/etd/2518.

Council of Science Editors:

Murders M. A Phenomenological Study of the Online Education Experiences of College Students with Learning Disabilities. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: http://scholarworks.uark.edu/etd/2518

University of Arkansas

27.
Orf, Michael Aaron.
Criteria for Initial Appointment in Rank and Subsequent Promotion for Faculty in Two-Year Public Colleges.

► The growth of community colleges over the last five decades has not been met with a commensurate expansion of knowledge about policy development. In…
(more)

▼ The growth of community colleges over the last five decades has not been met with a commensurate expansion of knowledge about policy development. In order to address this gap in knowledge, this study aimed to determine the prevalence of rank among two-year colleges in the United States; to identify the criteria used to determine rank upon hire for transfer and vocational faculty; to identify the criteria used to determine promotion for transfer and vocational faculty; and to determine if there are differences in criteria between transfer faculty and vocational faculty at initial appointment and subsequent promotion. Additionally, the study sought to determine the prevalence of collective bargaining and tenure among colleges with faculty rank and the currency of the policies about faculty promotion.
To collect the needed information for the study, an email requesting policies on faculty rank and promotion was sent to chief academic officers of all public two-year colleges identified as having a system of faculty rank. Additionally, questions about collective bargaining, faculty tenure, and currency of promotion policies were asked. One hundred thirty four replies (38%) were received.
Results indicated that 38% of public two-year colleges currently offer faculty rank. Furthermore, 47% of colleges had collective bargaining, 67% of colleges had faculty tenure, and 79.7% of colleges had updated their rank and promotion policies within the last five years. The most common criteria used to determine rank at the time of hire and subsequent promotion were educational credentials and teaching excellence. There were differences between transfer and vocational faculty in the criteria used to determine academic rank.
This study provides a better understanding of the prevalence of faculty rank among two-year colleges and the criteria used to determine initial rank at the time of hire and for subsequent promotion for both transfer and vocational faculty.
Advisors/Committee Members: James O. Hammons, KetevanMamiseishvili, Daniel B. Kissinger.

Orf, M. A. (2013). Criteria for Initial Appointment in Rank and Subsequent Promotion for Faculty in Two-Year Public Colleges. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/965

Chicago Manual of Style (16th Edition):

Orf, Michael Aaron. “Criteria for Initial Appointment in Rank and Subsequent Promotion for Faculty in Two-Year Public Colleges.” 2013. Doctoral Dissertation, University of Arkansas. Accessed March 21, 2019.
http://scholarworks.uark.edu/etd/965.

Orf MA. Criteria for Initial Appointment in Rank and Subsequent Promotion for Faculty in Two-Year Public Colleges. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: http://scholarworks.uark.edu/etd/965

University of Arkansas

28.
Overby, Marcia Lynn.
The Role of Trustees in a Capital Campaign at a Public Research University.

► The changing financial environment of public universities includes competing priorities for state funding. In today's economy, state appropriations for higher education do not always…
(more)

▼ The changing financial environment of public universities includes competing priorities for state funding. In today's economy, state appropriations for higher education do not always keep pace with institutional need. During periods of declining state revenue, universities endure budget cuts reducing state funding. When tuition dollars cannot be increased further and state appropriations are decreased or flat, public university administrators rely on fundraising to meet their mission, goals, and vision for their institutions. The fundraising program believed to produce the greatest results is a capital campaign. Large and ambitious capital campaigns can help institutions of higher education respond to decreases in state funding, while allowing for institutional growth. A successful comprehensive capital campaign can transform an institution of higher education. However, capital campaigns require strong leadership and teamwork, and goals can be challenging to reach during times of economic hardship. In addition, a capital campaign needs the full support of the board of trustees, system president, and campus chancellor, who recognize that the campaign will be the focus of the campus for five to eight years.
The purpose of this qualitative and intrinsic single case study was to explore and enhance understanding of trustee members' roles, views, and experiences during the University of Arkansas's highly successful capital campaign, Campaign for the Twenty-First Century, which concluded in 2005 and raised over $1 billion. Twelve knowledgeable and prominent leaders of the University of Arkansas and its Campaign for the Twenty-First Century were interviewed for this study. The campus chancellor, campaign steering committee members, and the senior advancement leaders strongly influence fundraising outcomes. The role of public university trustees in a capital campaign has not received much attention in the literature, although, the role of the president has. The role of trustees in a capital campaign for a private university is straightforward because the trustees are selected in large part for their fundraising abilities; however, the role of trustees in fundraising becomes more complicated for public universities that are part of a multicampus system.
Advisors/Committee Members: John W. Murry, Jr., Michael T. Miller, KetevanMamiseishvili.

Overby, M. L. (2014). The Role of Trustees in a Capital Campaign at a Public Research University. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/2149

Chicago Manual of Style (16th Edition):

Overby, Marcia Lynn. “The Role of Trustees in a Capital Campaign at a Public Research University.” 2014. Doctoral Dissertation, University of Arkansas. Accessed March 21, 2019.
http://scholarworks.uark.edu/etd/2149.

MLA Handbook (7th Edition):

Overby, Marcia Lynn. “The Role of Trustees in a Capital Campaign at a Public Research University.” 2014. Web. 21 Mar 2019.

Vancouver:

Overby ML. The Role of Trustees in a Capital Campaign at a Public Research University. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2019 Mar 21].
Available from: http://scholarworks.uark.edu/etd/2149.

Council of Science Editors:

Overby ML. The Role of Trustees in a Capital Campaign at a Public Research University. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: http://scholarworks.uark.edu/etd/2149

► Throughout the literature, HBCU alumni non-donors were perceived to possess the opposite characteristics of alumni that do give financially. In order to further examine…
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▼ Throughout the literature, HBCU alumni non-donors were perceived to possess the opposite characteristics of alumni that do give financially. In order to further examine the lack of alumni giving at HBCUs, this study evaluated previously identified characteristics of HBCU alumni that choose not to financially support their alma maters. The purpose of this study was to examine how income, student experience, religious charitable giving, alumni perceptions, and alumni engagement, relate to alumni giving at HBCUs. An explanatory correlational design was used to address the research questions posed in this study. The 4,500 person sample, which consisted of donors and non-donors, was selected from two HBCUs using a stratified random sampling process. Data collection occurred through an 18-question online survey. The large majority of the participants were donors, while 44% of the non-donors reported not being contributors due to a limited discretionary income. The participants were overwhelmingly satisfied with their academic experience, extracurricular experience, decision to attend their alma mater, and post-graduation success. In addition, a large percentage of the participants attended a church and made charitable contributions on a weekly basis. All of the relationships were found to be statically significant (p < .05) except for religious charitable giving and alumni giving, and alumni involvement and alumni giving. The results of this study suggest: (a) HBCU donors and non-donors have positive overall undergraduate experiences; (b) religious charitable giving and attendance may not influence alumni giving at HBCUs as much as previously assumed by earlier researchers; and (c) the low annual income of African Americans was not as high of a justification for not giving by non-donors as previously assumed by other scholars.
Advisors/Committee Members: John W. Murry, Michael T. Miller, KetevanMamiseishvili.

► Organizational citizenship behaviors (OCBs) have been described as employee behaviors that are not required by job descriptions, are not formally rewarded, and contribute positively…
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▼ Organizational citizenship behaviors (OCBs) have been described as employee behaviors that are not required by job descriptions, are not formally rewarded, and contribute positively to the organization. Previous research has shown that OCBs are related to both individual and organizational performance. Given the importance of OCBs to individual and organizational effectiveness, the purpose for conducting the study was to describe OCBs in the higher education context, describe the relationships between OCBs and various aspects of faculty and staff performance, and explore the extent to which institutional leaders should be concerned with the OCBs of both faculty and professional staff. The study utilized a survey research design to gather information about OCBs in higher education. Both faculty and staff were selected from eight institutions according to the institution's performance in research funding and graduation rates. The findings suggested that staff may exhibit higher levels of OCB than faculty, that faculty OCBs were correlated with the number of presentations given, student contact hours, and service on committees, and that staff OCBs were correlated with satisfaction, loyalty, and productivity. Further, differences in OCB levels existed between high-performing staff and low-performing faculty as well as staff in low-performing institutions when compared with staff in high-performing institutions and faculty in low-performing institutions. The results are important for institutional leaders for understanding the employment relationship for both faculty and staff as well as the relationship between OCBs and performance of both individuals and institutions.
Advisors/Committee Members: Michael T. Miller, Kit Kacirek, KetevanMamiseishvili.